The article is devoted to the issues of linguistic training of students in the system of higher education. Educational programs that determine the content of professional competence of specialists include the tasks of developing communicative literacy in the format of priority and relevant. Language departments of universities are testing options for modern technologies, on the basis of which effective training is organized, aimed at the formation and development of discursive competence. The established concept of “speech development” has been replaced by the concept of “formation of communicative competence” and has become entrenched in the practice of mastering foreign languages.

The aim of the article is to identify the range of speech concepts, substantiate their interdependence and interdependence for use in didactic purposes in linguistic classes when mastering university educational programs.

The results of observations and analysis of practical activities allowed us to conclude that one of the most effective ways of forming communicative competence is associated with the use of integrative approaches. Within the framework of the conducted research, competence formats of such technology are determined, which is designed to help solve the problem of multilingual training of future specialists.

Theoretically, the main attention in the article is paid to the presentation of forms of oral and written speech and the study of the possibilities of their integration. Since the acquisition of speech competence is organized on the basis of communicative approaches regulated by the principle of integration, the conclusion seems to be conditioned by the importance of considering the range of issues related to the search for rational techniques for developing the skills of listening, speaking, reading, writing - by considering ways of their integration in classes in Kazakh, Russian and English languages. This range of issues constituted the practical part of the study.